by Sarah “Sally” Hamer

All of our characters want something, right? Joan Wilder wants to save her sister in Romancing the Stone. Paul Muad’dib Atreides wants to avenge his father in Dune 2. Sully wants to be First Monster on the Scream Floor in Monsters, Inc. Jane Eyre wants to find a place to be happy. Katniss Everdeen of The Hunger Games wants to save her sister from the crazy world they live in.

I can go on forever.

Almost every story ever told has at least one character who has a specific, definable, understandable goal.

• So, how does the reader know what that goal is?
• How do we as story-tellers express that?
• Does the character actually state it? Yes.
• Does someone else tell the protagonist what it is they want? Yes.
• Can a story work if that goal is never clearly expressed? Yes.

It depends on the story and the person telling it.

One of my favorite movies is Little Shop of Horrors. Well, let me rephrase. I love the 1986 movie with Ellen Greene and Rick Moranis, with music by Alan Menken and Howard Ashman (HATE the theatrical ending. If you know, you know).

For what it’s worth, Menken has nineteen Academy Award nominations (he’s won eight which puts him in 3^rd place for the most won by one person), and is also one of the nineteen people who have achieved EGOT status for winning an Emmy, Grammy, Oscar, and Tony award. Ashman was right in there with him until his death. If you’ve hummed a Little Mermaid, Aladdin, or Beauty and the Beast song, you’ve listened to their music. They also wrote the songs for the movie.

The “I Want” statement defined.

Menken made an NPR YouTube video in 2022 during the Covid shutdown and, during the show, explained the “I want” statement. When he and Ashman wrote the music for a show, they had to figure out the main character’s goal. Then, they created a song around it.

In Little Shop, Audrey tells Seymour that she wants “Somewhere That’s Green.” She was raised in the slums of New York City, believes that she is worthless and unlovable, hates her life, and, as her “I want” statement, desires a tract house with an enormous, 12-inch TV screen, somewhere besides the Skid Row where she always lived. Menken’s song moved the story along beautifully, which is his great talent, and, with that one song showed Audrey’s dream in a way that probably nothing else could have.

This moment is where your character steps up and says, “This is what I dream of.”

Alan Menken

The thing about the “I want” statement is that, it’s probably when the character is the most honest in the entire story.

Romancing the Stone

While Joan Wilder’s main goal is to save her sister from the bad guys, it shifts in the middle of the story. She has the treasure map, which is the ransom for her sister, in her possession. But, instead of just turning it over, she decides to find the “stone” of the title. She still plans to save her sister but she’s not going to make it easy for the bad guys.

With Jack’s help – he becomes the hero of the piece – she finds the stone and now has real negotiating power. She also steps out of her comfort zone and, for the first time, we see her for the strong woman she really is. And the treasure is her new self-confidence.

The Hunger Games

Katniss Everdeen’s “I want” statement is to keep her sister and mom safe. She immediately volunteers as tribute when Prim’s name is called, and then spends the rest of the series doing things that she believes will achieve her overarching goal. There isn’t a particular revelation in any of the three books/movies, where her “I want” shifts – it’s always about Prim – but she does things that go against her own moral values to stay alive so she can keep her promise. Her vow to save Prim overrides even her own personal safety. And the audience is very aware of it.

Monsters, Inc

Sully’s “I want” is very clear. He’s in a race to be the top Screamer. But underlying all that is the knowledge that his very world is dependent on the electricity the frightened children’s screams create. So, eventually, he has to choose between the good of the one as opposed to the good of the many. What a unbelievably hard choice! And what a wonderful solution they come up with. Regardless, its’s a beautiful story about how enemies can come together to make a better world.

What is your character’s “I want” statement? What do you, as the writer, want that character to have? Is it the same all the way through the story? Does the character say it out loud, or does the audience have to listen to actions very carefully?

My recommendation is always to watch as many movies and read as many books as you can, and try to determine that “I want” statement. It’s one of the best ways to learn how to apply it to your own stories.

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About Sally

Sarah (Sally) Hamer, B.S., MLA, is a lover of books, a teacher of writers, and a believer in a good story. Most of all, she is eternally fascinated by people and how they 'tick'. She’s passionate about helping people tell their own stories, whether through fiction or through memoir. Writing in many genres - mystery, science fiction, fantasy, romance, medieval history, non-fiction – she has won awards at both local and national levels, including two Golden Heart finals.

A teacher of memoir, beginning and advanced creative fiction writing, and screenwriting at Louisiana State University in Shreveport for over twenty years, she also teaches online for Margie Lawson at www.margielawson.com and hosts symposiums at www.mindpotential.org. Find her at info@mindpotential.org.

Top Image by Ria Sopala from Pixabay

by Ellen Buikema

We live in a world packed with distractions. Our attention is pulled in various directions keeping us from getting our tasks done.

Distractions can have an adverse effect on our mental health as well, possibly stopping us from achieving our goals. While these distractions aren’t necessarily going anywhere, finding ways to deal with and overcome them can help you stay on track and better focused.

Identify the cause of your distractions.

It’s difficult to overcome distractions unless you know what causes them - internal (exhaustion, lack of motivation, non-stop thoughts, wandering mind, worry), external (environmental stimulations including clutter, your computer, noise, people, phone).

Internal distractions can be hard to avoid.

• Make sure you are rested and have eaten before attempting a task requiring concentration. Tired, famished brains are easily distracted!
• Use positive imagery to deal with anxiety and worry.
• Speaking with a professional for support with managing internal disturbances may be helpful for some.

For external distractions:

• Set aside a particular time or space and request not to be disturbed.
• Keep your phone out of reach during that time and only use it during defined breaks.
• If there are still too many distractions, consider a place where you know you’ll be able to work undisturbed, like the library.

Break distraction habits.

To break distraction habits:

• Develop new habits to rid you of distractions and keep you focused.
• Look at your daily habits, and then start weeding those distractions one at a time.
• Schedule the most important tasks first.
• Try starting work earlier, include exercise, or meditate.

Changing habits may seem like a simple thing to do, but it takes dedication to pull it off. Sometimes a minor shift, only one habit change, is all you need.

Declutter your environment.

There’s a lot battling for your attention, so it’s important to free yourself from the obvious distractions. When your mind or workspace is cluttered it is easy to feel distracted. Try organizing your desk, or simply clear it.

With notifications popping up on the screen when you’re trying to focus, it’s frustratingly easy to become distracted. Find your worst distractions and eliminate them.

To assist in building your distraction-free zone:

• Use a website blocker.
• Wear noise-canceling headphones
• Grab a carafe of coffee, and decide what you want to accomplish.

Set an artificial project deadline. (Lie to yourself.)

Do you have several hours to write an article? Set a timer for 45 minutes. A sense of urgency may produce surprising results. Changing a task into a challenge forces you to spend more attention and energy on that project because you’ve limited the time.

In this way, we can block distractions ahead of time, work with intention, and reclaim our attention. It’s harder to chase squirrels and fall down rabbit holes with a short deadline, even if it is artificial.

Take timeouts.

 

Whether you can stay focused forever or work better in shorter bursts, it’s good to know what task/break rhythm works best for you and go with it. Even short breaks can help improve focus. Take the occasional mental break to recharge your attentional resources.

Try taking several deep breaths and focusing on each one. When your mind wanders, bring your focus back to your breath. This is how meditation works.

There is no magical time limit needed for meditating. A few minutes may be enough. I’ve built 20 minutes of meditation into my morning routine. When I miss a day, I can feel the difference.

After focusing for however many minutes works best for you, take a break. Do something enjoyable that requires getting up and away from the desk. These breaks are part of your work day and should not be skipped. Breaks help you be more productive.

Recognize how distractions have affected your life and ability to accomplish goals. If you find yourself sidetracked by unimportant details, it may be time to place greater value on your time.

Be present.

 

Be fully in the moment. Staying involved in the present sharpens your attention and keeps your mental resources focused on what matters at the time.

Try this exercise to practice being in the moment:

• Close your eyes, take a few deep breaths, and then open them and really “see” where you are.
• How do the walls look? Color, texture, curved, straight?
• What noises do you hear? Human, animal, mechanical, wind?
• What patterns do you see? Color, shape, size?
• How many windows are in the room? Not just number. Do they make a pattern? Are they decorated?
• What about the floor and ceiling? Tiles, wood, old, new, color, shape?
• How many lights can you count? Color, shapes, size?

When you stop to truly observe your environment and take in everything around you, it's easier to be in the present.

Final thoughts.

Try book-writing software.

Are you a pantser or a plotter? People who write by the seat of their pants (pantsers) may prefer a looser, more flexible way to organize chapters, scenes.

People who meticulously plan their book (plotters) might want something more structured. Book-writing software may assist with your unique writing style.

Book-writing software may to help writers stay organized and on task, which is a good thing.

Accomplishing anything worthwhile takes time. Limiting distractions will help get you to your goals.

How do you limit your distractions? Do you use any website blockers?

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About Ellen

Author, speaker, and former teacher, Ellen L. Buikema has written non-fiction for parents, and The Adventures of Charlie Chameleon chapter book series with stories encouraging the development of empathy—sprinkling humor wherever possible. Her Works in Progress are The Hobo Code, YA historical fiction and The Crystal Key, MG Magical Realism/ Sci-Fi, a glaze of time travel.

Find her at https://ellenbuikema.com or on Amazon.

Top Image by Andreas Hoja from Pixabay

by Julie Glover

Having finished Act I of my current work in progress, I stared at the opening of Act II. What should happen now? It’d been a while since I’d written a fresh novel, and my brain felt a little rusty on story structure.

No worries! I popped over to my file cabinet, pulled out the folder titled Writing Classes, and found a workshop handout that covered romance structure well. Soon, I was back on track, excited to dig deeper into my story. Thank goodness for my wonderful writing instructors!

The Learning Curve

Like many writers, I began my first novel not knowing what I didn’t know. Soon, however, I discovered I had plenty to learn. Like the fictional hero on his journey, I went on a quest to gather the know-how I needed to pursue the writing career I wanted.

I read plenty of books and took plenty of classes. From presentations at writing chapters to conference workshops to online courses to writer retreats, my experience ran the gamut. Not only in the type of instruction, but also how useful it proved.

I had a learning curve with writing but also a learning curve about which resources would best help me. In hopes that I can shorten your curve—or remind you of what you already know—here are four features my best learning experiences had in common.

Topic/Information Aligned with Needs and Goals

What stage of your career are you in? What knowledge or skills do you need to develop? Have you figured out your writing process? What would writing success look like to you? What outstanding questions do you have that need answering?

Asking these questions can help you determine whether a resource could be helpful. For example, a newbie might be overwhelmed by an advanced workshop and a multi-published author bored by a beginner workshop. Meanwhile, a presentation about traditional publishing won’t have as much usefulness to a self-pubber, and vice versa. Some “proven” marketing ideas work well for one genre but not another.

Also reflect on how you write. Early on, I took some workshops that urged writers to pen messy first drafts and only go back and edit after reaching the end. That approach did not jive with who I am as a person or a writer (see my post In Defense of Editing as You Go). Thankfully, I figured that out along the way, though sadly, not before wasting valuable time trying to align myself to the information instead of the other way around.

When considering a learning opportunity, ask whether it matches with your current needs and goals. You don’t have to turn down anything that isn’t an exact fit, but most of your learning should be on target for you.

Enlightened and Engaging Teacher

Does the presenter know his/her stuff? Do they have something fresh to offer? Do they present information in a way that grabs and holds your attention? Do you have the opportunity to ask questions and have them answered?

Some teachers stand out as excellent—not merely because you enjoyed the lesson but because you retained what you learned. They had deep knowledge in their field and presented it in a way that excited you. Plus, they seemed eager to help you, and other participants, pursue and achieve success.

Perhaps you could name a few standout instructors. Some of mine have guest posted here at WITS!

But I could also point to workshops that sounded like they’d be great, yet the presenter didn’t keep the audience engaged. Or even someone I thought would have a lot to impart, but not so much. Being an expert or successful author and being a good public speaker don’t automatically go together.

The best way to know if someone presents well is to ask around. Whose classes are worth taking? Which speakers are must-hears? Which retreats or conferences consistently have quality speakers? Prioritize those on your list of future learning experiences.

Opportunity to Put Learning into Practice

Does the lesson involve more than lecture? Does the presenter provide examples or demonstrations? Are you challenged to use the information in some way during the workshop or soon after? Is there accountability for doing your “homework”?

There’s something called the Forgetting Curve, a hypothesis that memory of information declines over time, unless you take steps to remember. First proposed in 1885, the original study’s results were replicated in 2015, giving credence to the theory.

We’ve all experienced this phenomenon of hearing good advice, walking away, and forgetting it. Or perhaps we remember it vaguely, but not enough to really make a difference. What helps us retain what we’ve learned is interaction with the information.

Classes that involve examples or hands-on exercises are more likely to make an impression. And if you can put what you learn into practice in your writing right away, you’re far more likely to continue using the knowledge you’ve gained.

Ways to Follow Up

Did you get a helpful handout to revisit from time to time? Is there a book, course, or coaching that you can seek out later? Will you be able to stay in touch with other participants if you want to spur one another on?

Some workshop materials are so good that I reference them again and again while other presentations whetted my appetite for more. And having a follow-up resource made all the difference.

Another perk of an excellent learning experience is going through it with others who become a support network for your writing craft or business. I even met my co-author, critique partner, and best friend at a writing retreat! But she’s not the only one who’s helped me through the years. The network is real, my friend, and it’s worth connecting to.

A quality instructional experience includes ways to follow up so that you can reinforce what you’ve learned, expand your knowledge, and connect with like-minded writers. Not every class will do all three, but that scene should have an opportunity for a sequel.

In Summary

When deciding how to add to your knowledge or skillset, look for these four qualities in potential workshops or events:

1. Topic/Information Aligned with Needs and Goals
2. Enlightened and Engaging Teacher
3. Opportunity to Put Learning into Practice
4. Ways to Follow Up

Which of these qualities is most important to you? What else have you found helpful about the best writing workshops or events you’ve attended?

* * * * * *

Want a guarantee that you’ll get all four of these qualities? Cruising Writers brings in the best instructors with interactive workshops and opportunities to connect with the coaches and writers like you.

Our next cruise is focused on self-publishing, with industry pro Mark Leslie Lefebvre and bestselling author Erin Wright on board. You’ll get away to beautiful destinations, deepen your knowledge, and forge lasting friendships.

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About Julie

Julie Glover is an award-winning author of young adult and mystery fiction. Her contemporary YA includes Sharing Hunter, Daring Charlotte, and coming-soon, Pairing Anton, and she has written several YA paranormal stories. She has also co-authored five supernatural suspense novels and two short stories in the mythology-based Muse Island series under her pen name Jules Lynn.

Julie holds a master’s degree in counseling, has taught conference workshops and online courses, and serves as sidekick and sometimes-host for Cruising Writers, an incomparable writers’ retreat at sea. A native of Texas, she now lives in Denton with her hottie husband, her loquacious cat, and her large collection of cowgirl boots.